‘One of the worst statistics in British sport’: a sociological perspective on the over-representation of independently (privately) educated athletes in Team GB

ABSTRACT

The overrepresentation of independently educated athletes amongst Team GB at the London 2012 Olympics was described as ‘One of the worst statistics in British sport’. Whilst the ensuing debate referred to independent schools en masse, the sector is far from homogenous. Within the UK independent (private) sector, a small subset of schools has educated a significant number of international sportsmen and women. Despite this record of success however, little research exists on young athletes in independent schools. Answering calls to study independent school sport, this paper uses semi-structured interviews with pupils and staff involved in sport in six independent schools in England to explore why some schools consistently produce international athletes. A dual theory framework combining the Eliasian notions of process and figuration, with Bourdieu’s concept of distinction is employed to offer a sociological perspective on the sporting success of the schools studied.

The findings reveal striking differences in institutional attractiveness, coaching, the sporting potential of the pupil intake, and facilities between the least and the most successful schools studied, where a number of intra and inter school practices contribute to an increasingly professionalised sporting environment. In concluding, a novel and more variegated perspective on the under researched and often difficult to access field of independent school sport is offered. The proposition being that through reconciliation of the notions of distinction and status rivalry, we are better able to understand the repeated success of some independent schools in supporting the development of talented young athletes.

KEYWORDS:

• Independent schools
• private schools
• sport
• education
• Elias
• Bourdieu

Acknowledgements

The author would like to thank the staff and pupils involved in this research, the anonymous reviewers for their input into improving this paper, and his supervisors for their invaluable guidance throughout the research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Declaration of interest statement

In accordance with Taylor & Francis policy and my ethical obligation as a researcher, I am reporting that I am employed by an organisation (an independent school in the UK) that may be affected by the research reported in the enclosed paper. I have disclosed those interests fully to Taylor & Francis. This research was supported by a professional development fund for teachers offered by my employer.

Additional information

Funding

This work was supported by the Jacks' Bequest [grant number n/a].